FANTIN (Emmanuelle) et TASSEL (Julien) (dir.), Quand l’enfance rencontre l’histoire. Imaginaires, représentations et savoirs
Over the past quarter-century, research into Chinese educational history has made significant progress, mainly in the following areas: large-scale source compilation and digitization; comprehensive historical scholarship; multifaceted institutional analysis; intellectual investigations and interpre...
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| Formato: | Article ou chapitre numérique |
| Idioma: | Français |
| Publicado em: |
2026
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| Acesso em linha: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Resumo: | Over the past quarter-century, research into Chinese educational history has made significant progress, mainly in the following areas: large-scale source compilation and digitization; comprehensive historical scholarship; multifaceted institutional analysis; intellectual investigations and interpretations; gender and childhood studies; the modernity paradigm and its critical reassessments; transnational knowledge transfers and cross-cultural adaptation; disciplinary formation and academic historiography; and methodological appropriation and innovation. Meanwhile, as a foundational discipline within education studies, it faces unprecedented challenges and even ‘crises’ amid the torrent of new social transformation, disciplinary restructuring, and technological disruption. To address these problems, the field urgently needs to reestablish its disciplinary foundation, expand scholarly horizons, update methodological training, engage with contemporary issues, and explore digital-intelligent empowerment, thereby enabling this time-honored discipline to reorient and navigate educational improvement and humanistic fulfilment in the ever-changing era.
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